Therapeutic Practice in Schools
Working with the Child Within: A Clinical Workbook for Counsellors, Psychotherapists and Arts Therapists
This book is an indispensable guide to providing therapy services for children and adolescents in primary and secondary school settings. The contributors have extensive experience in the field and carefully examine every aspect of the work, ranging from developing an understanding of the school context in all its complexity, through to what to say and do in challenging therapy sessions and in meetings with school staff or parents and carers.
Therapeutic Practice in Schools opens with an overview of key psychoanalytic concepts informing therapy practice. This is followed by a detailed exploration of the hopes and anxieties raised by providing therapy in schools, the factors that either enable or impede the therapist's work and how to manage expectations as well as measure outcomes. The practical aspects of delivering therapy sessions are also covered, from the initial assessment phase through recognising and working with anxieties, defences, transference and counter-transference to working with endings. An awareness of the impact of social identity, gender, race and culture on both the therapist and client is woven into the book and is also discussed in depth in a dedicated chapter.
The manual offers a comprehensive yet highly readable guide to the complex world of school-based therapy. It provides practical examples of how therapists translate theory into everyday language that can be understood by their young clients, ensuring that trainees starting a placement in schools, as well as therapists beginning work in the educational setting for the first time, are able to take up their role with confidence.
Table of Contents
Wilson, Foreword. French, Klein, Introduction. Part I: Key Psychoanalytic Concepts as Applied to Work with Children and Adolescents. Kegerreis, A Theoretical Framework. Trevatt, Recognising Defences, Resistance and Anxieties. Salinger, Transference and Counter Transference. Dover, Observing and Interpreting. Part II: Working in Schools: The Context. French, The Symbolic Function of a School-Based Therapy Service. Klein, Working in the Primary School Setting. Putzu-Williams, Working in the Secondary School Setting. Part III: Practical Approaches to the Work. Waldburg, Preparing the Room. Waldburg, The Referral Process. Putzu-Williams, The Assessment Process. Klein, Meeting with Parents/Carers. Doran, Meeting with Teachers and Other School Staff. French, Informing the Child. Klein, The First Session. Ojumu, Working with Difference. Klein, Managing the Therapeutic Frame. Doran, Working With School Staff. French, The Ending Process. Part IV: Monitoring and Evaluation. Putzu-Williams, Writing Case Notes. French, Identifying the Impact of Therapy Services in Schools. French, Klein, Afterword.
Lyn French is an art therapist, counsellor and psychoanalytic psychotherapist. As a Director of A Space for Creative Learning and Support, Hackney, East London, she supervises trainee and qualified therapists and manages school-based services. She also teaches on the MSc in counselling and psychotherapy with children and adolescents at Birkbeck College, University of London.
Reva Klein is a psychodynamic psychotherapist working with children and adolescents and is completing training in psychoanalytic psychotherapy with adults. She works as a counsellor with children, adolescents, parents and school staff at A Space for Creative Learning and Support, Hackney, East London and has written extensively on children's mental health issues.
"I feel that this book is a timely publication as the provision of therapy and therapeutic work continue to grow in schools. I would recommend it to therapists new to school settings. I also found it a useful prompt to thinking about long-established practice in schools. I feel that the theory chapters will inform my work with and support for school staff." - Alison Woolf, British Association of Play Therapists Magazine, Issue 69, Spring 2012
"This book is a wealth of experience, knowledge, and understanding clearly written by practitioners who have experience of therapy in school settings. I would recommend that any therapist or trainee thinking of entering the world of school therapy read this book first, it will prove to be a realistic, indispensable guide to working in schools."- Michelle Welch, The Journal of Psychological Therapies in Primary Care